In the current conceptualisations of Problem Based Learning and how we practice it, the students are expected to possess the necessary academic competencies in order to study through PBL. However, a desk research reveals that students in many cases don't have the necessary understanding or conceptual comprehension of disciplines such as problem formulation, analysis, exploration, literature review etc., which prevents them from unfolding an explorative approach to their professional practice. This article thus discusses Dewey's concepts of sequential inquiry processes to create new forms of learning designs to bolden further students ability to work problem-based. The article discusses through the development of iterative learning design how structured sequences of activities can provide a descriptive language to qualify a methodology for PBL. The study is based on Educational Design Research (EDR) as the overarching framework where the methods of Design thinking inform the design activities through iterative processes. Through a period of two years a total of 400 students at the education of ATCM, at University College of Northern Denmark has participated. The data collection included results from observation, reflective portfolios and sound recordings from the students' group work in combination with sketches, drawing and artefacts from the iterative design process.